AddressWallarano Primary School is a large multicultural primary school situated in Noble Park. The school services a culturally rich community of 631 students with over 40 nationalities, of which 65% are from a non-English speaking background and speaking a total of 45 different languages and 1% Aboriginal or Torres Strait Islanders. The schools socio-economic band value is Low with a Student Family Occupation [SFO] index of .6493 and a SFOE of .5323. 38% of families receive the CSEF. The school is committed to providing a rich, relevant curriculum that promotes lifelong learning, local and global citizenship and enables students with the attributes necessary to thrive in the 21st century. Digital Technology is a fundamental component of Wallarano's teaching and learning, where state of the art technology and professional learning equip teachers with transformative skills and develops students that are innovative and confident in an ever changing digital world. The school values; Respect, Learning, Teamwork and Honesty- are embedded into the learning design at Wallarano Primary School. Each value is explicitly taught to all students defining what they mean and what behaviours demonstrate them.
Over the years, the school community has developed special purpose facilities to enhance the teaching and learning program and the options available for children. These include:-Information & Communications Technology, Digital Technologies; Speech Therapy, Integration/Bridges Tutor Program; Maths/Literacy Assistance; Hall/Gymnasium with stage; Visual Arts room; Performing Arts room; and a multi-sensory room . The `Before and After School Care program is operated on site by OSH Club, a registered care provider. The school has three Principal Class Officers, 44 teachers (37 EFT), one full time child psychologist/Student Well-being Officer; three Administration Staff, 30 Education Support employees [including 2 multi-cultural aides and two ICT Technicians]. The school has a large integration program with 38 funded students. Inclusion and equity for all students is a major emphasis for children with additional needs - high achievement; low achievement; Living out of Home; Koori; medical conditions and PSD Funded - all having Individual Learning Plans to ensure personalized and individual attention is given to all learning needs
SC1. Demonstrated ability to identify opportunities for improved student outcomes, implement behaviour management plans, attendance engagement plans, Individual Education Plans, return to school plans, gender affirmation plans, counselling and perform risk assessments.
SC2. Demonstrated interpersonal and communication skills. Demonstrated experience in establishing and maintaining collaborative relationships with students, parents, colleagues and the broader school community to support student learning, agency, wellbeing and engagement.
SC3. Demonstrated experience in effective student record management, activity recording, assessment, and care planning.
SC4. Ability to work independently, to accept supervision as required and to provide advice and support to management in respect to the work area.
SC5. Demonstrated high level oral and written communication skills.
SC6. Capacity to assist in funding applications for students in need of additional support, including completing assessments of students.
Range 4 is distinguished by broader management responsibility, particularly in the areas of finance, human resource and other support functions. Range 4 is responsible for managing a range of functions under a wide range of conditions, subject to the size and complexity of school operations.
Objectives will, generally, be clearly defined; guidelines will be broad and day-to-day direction minimal. Management responsibility extends to ensuring appropriate support levels are maintained across the school. Range 4 generally provides key support and timely advice to the leadership team and school council and liaises with the general school community, the Department and other government agencies and service providers.
Specialised professional roles will carry a high level of independence and accountability where suitable scope is provided to achieve objectives.
An education support class position supports the educational services being provided to students, but must not include duties of teaching as defined in clause 2.6.1 of the Education and Training Reform Act 2006 (Vic) or its successor. Supervision of students cannot be required except where it is an integral part of the employee¿s position or involves supervision of students individually or in small groups, in controlled circumstances, where the responsibility for students remains clearly with a teacher.
- Manage the delivery of support services to students, teachers, parents and other school clients.
- Provide relevant 1:1 therapy to students where applicable.
- Deliver and facilitate wellbeing programs and events at year level, whole school or school community level.
- Provide a relevant contribution to strategic or management groups where required.
- Ensure all external providers are accountable for the required service delivery.
- Liaise with the Leadership Team and teaching staff to assist with the school's response to the wellbeing needs of students and their families.
- Maintain record-keeping, professional learning and ethics to the high professional standards required for registration as a Psychologist with AHPRA and the professional body.
- Contribute to the school¿s Attendance and Inclusion Team.
Individuals with the aptitude, experience and/or qualifications to fulfill the specific requirements of the position.
Required
· Applicants must be qualified as a psychologist and hold full registration with AHPRA
· Have demonstrated direct counselling experience with students and families.
· Have a current Working With Children Check.
Applicants seeking part-time employment are encouraged to apply for any teaching service position and, if they are the successful candidate, request a reduced time fraction. Such requests will be negotiated on a case-by-case basis and will be subject to the operational requirements of the school.
The Department of Education is committed to the principles of equal opportunity, and diversity and inclusion for all. We value diversity and inclusion in all forms - gender, religion, ethnicity, LGBTIQ+, disability and neurodiversity. Aboriginal and Torres Strait Islander candidates are strongly encouraged to apply for roles within the Department. The Department recognises that the provision of family friendly, supportive, safe and harassment free workplaces is essential to high performance and promotes flexible work, diversity and safety across all schools and Department workplaces. It is our policy to provide reasonable adjustments for persons with a disability (see Workplace adjustment guidelines).
Additional support and advice on the recruitment process is available to Aboriginal and/or Torres Strait Islanders from the Koorie Outcomes Division (KOD) via *******@education.vic.gov.au
Victorian government schools are child safe environments. Our schools actively promote the safety and wellbeing of all students, and all school staff are committed to protecting students from abuse or harm in the school environment, in accordance with their legal obligations including child safe standards. All schools have a Child Safety Code of Conduct consistent with the department's exemplar available at:
https://www2.education.vic.gov.au/pal/child-safe-standards/policy
The department's employees commit to upholding the department's Values: Responsiveness, Integrity, Impartiality, Accountability, Respect, Leadership and Human Rights. The department's Values complement each school's own values and underpin the behaviours the community expects of Victorian public sector employees, including those who work in Victorian Government Schools. Information on the department values is available at:
https://www2.education.vic.gov.au/pal/values-department-vps-school-employees/overview
- All staff employed by the Department and schools have access to a broad range of employment conditions and working arrangements.
- Appointment of successful applicants will be made subject to a satisfactory pre-employment conditions check.
- A probationary period may apply during the first year of employment and induction and support programs provided.
- Detailed information on all terms and conditions of employment is available on the Department's Human Resources website at http://www.education.vic.gov.au/hrweb/Pages/default.aspx
